Main Article Content
The present investigation focuses on ways to form and develop professional responsibility in degree-seeking students for the profession of primary school teacher. The purpose of this research is to diagnose the level of professional responsibility formation of graduating students of pedagogical institution of higher education on the specialty “Municipal Establishment “Kharkiv Humanitarian-Pedagogical Academy” of Kharkiv Regional Council”, as well as a comprehensive study of the theoretical foundations of the formation of professional responsibility of future primary school teachers in the framework of university training. In the course of the research, the following methods have been used, namely: the ascertaining experiment, observation, description, the method of theoretical analysis, the method of analysis of statistical data, complex analysis, the functional method, the method of system analysis, the method of generalization. The experimental data obtained confirm the hypothesis of the investigation and prove the thesis of a direct relationship between high academic performance and a high level of professional responsibility formation among exemplary students (respondents demonstrated 93% of group professional responsibility rate). The set of pedagogical conditions for the formation of professional responsibility of primary school teachers in the framework of university education involves the implementation of a professionally-oriented approach based on the use of interactive methods of degree-seeking students’ training. Conclusions. The development of responsibility in the context of university education of future primary school teachers is facilitated by the active subjective model “I learn” as opposed to the passive model “I am taught”. The search for empirical means of diagnosing the adequacy of the formation of professional responsibility of the future primary school teacher is relevant.
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